Lesson Focus:In this particular lesson, students will revisit their previous learning experiences (from earlier integrated units throughout the year) on analysis of visual grammar, incorporating this knowledge with the topic of waste management, as they focus on analysing visual texts such as images and photographs. Students will gain an understanding of how meaning can be created through visual texts, and translate this through their own creation of a visual image.
Outcomes and Indicators: HSIE ENS2.6 - Describes peoples interactions with environments and identifies responsible ways of interacting with environments. o o • analyses relevant images, identifies and discusses peoples interactions with the environment in terms of the impact plastic bags have o o • interprets the meaning behind images, comparing and offering opinions to suggest responsible ways to counter this issues with plastic bags through use of green bags
ENGLISH TS2.2 - Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. o o • engages with the audience and uses appropriate body language when presenting their created image o o • conducts a coherent conversation with peers, offering ideas to annotate image o o • acts as reporter for their sustainability group, summarising the main aspects of visual grammar drawn from their image
RS2.5 - Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. o o • interprets the messages behind basic photographs, and still images- identifying the artists’ viewpoint o o • identifies elements of visual grammar in a variety of visual images and their own o o • reacts to images that express a point of view about the damage of plastic bag, using supporting arguments
RS2.7 - Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide rangeof purposes. o o • understands, accepts and talks about different interpretations of visual images o o • makes general statements about how images/illustrations enhance or detract from meaning o o • offers an opinion about the images they analyse or aspects of it
VISUAL ARTS VAS2.3 - Acknowledges that artists make artworks for different reasons and that various interpretations are possible. o o • interprets possible reasons for artists work, acknowledging they produce images for a purpose
Once students are seated on the floor the teacher will explain that the lesson will continue on from the last, in that we will be focusing on the effects that plastic bags have on the environment. Explain to students that the focus of today’s lesson will be analysing and interpreting visual images, so they will need to draw on their previous knowledge about visual grammar analysis.
Using the IWB, display the ‘How Green is your Bag’ image (Resource 4), so as to allow students to observe. Ask them to suggest: What is happening? How is the relationship between the image and viewer established? What is the effect of the choice in colour? What is the significance of the layout?
Briefly draw on some of these elements of visual grammar that relate to this image.
Using the IWB markers, ask students to come up and annotate the picture accordingly. Teacher will ask students, how do these elements contribute to the message behind the picture?
Students will gather together on the floor and listen to teacher as they explain the purpose of todays lesson. o o o o o
Observing the image on IWB, students answer questions and offer suggestions about elements of visual grammar which assist in creating meaning for the image. o o
o
Students will physically come up to the IWB and annotate their responses.
Activity 1:
Direct students to sit in their ‘sustainability groups’, forming a circle around the butchers paper that will be provided for each group. Teacher will explain to the class that amongst their group they will have the opportunity to analyse and annotate an image, similar to the activity from the introduction.To each of the five ‘sustainability groups’ hand out an image (found in appendix 6.3) concerning the hot topic of plastic bags as oppose to the ‘green’ bags in the environment. (Teacher will already have printed off these 5 images in colour and large enough so as to allow students to properly view).
Allow a few minutes for groups to annotate the image they were provided with, encouraging them to include the relevant visual elements of the image (eg. colour, framing, action). If groups or individual students seem to be presenting some difficulty remembering visual grammar techniques, provide them with the ‘Visual Grammar Analysis’ sheet (refer to appendix 6.1), through which they can refer to, and subsequently offer more suggestions to the group.
Bring the class back together and ask one student from each group to present their groups’ interpretations and analysis of the image. Ask: what was the most effective element of visual grammar they identified as assisting in the persuasion that ‘NSW should say NO to plastic bags’? (drawing on their knowledge from the exposition argument conducted in lesson 5). Whilst the student is reporting group’s analysis, have their corresponding image displayed on the IWB for the whole class to see.
Select two of the images, and ask students to verbalise comparisons they see with the two. Ask: Is one more persuasive than the other? Why is this?
Activity 2:
Remind students that they will be working towards producing their own multimodal text at the end of this unit and as part of that, in their sustainability groups they are now going to create their own photographic image using a digital camera.
Provide each group with a resource bin which will contain a wide variety of resources (see resources above) in which they will utilise in any appropriate manner they wish, so as to design and create their own conceptual images. Suggest that they make like to use similar ideas to the images they analysed in the earlier activity and encourage students think about specific elements of visual grammar that will aid in the deliverance of meaning to an image ie. expressions, vectors, colour, modality, reading paths and layout. Reiterate that the idea for their image is to persuade responders to support a ban on the use of plastic bags in NSW.
Hand each student the ‘Visual Grammar Checklist’ (found in appendix 6.2) so that they can highlight/tick some of the elements of visual grammar in which they would like to ensure their image focuses on this. Teacher will also inform the students, that the checklist will act as a guide for planning their photographs, such that in this lesson, they may choose one element ie, actions/vectors, and in the following lesson, manipulate the image using Photoshop software so as to cover another element ie. colour (enhancing). Note: specify that groups do not need to cover all the elements of visual grammar, for greater effect simply focus on a few elements they feel would be most beneficial in the persuasion that NSW should say no to plastic bags.
Let students know that if they wish to incorporate the outside natural environment as part of their image, they will be allowed to go out as a group, however must behave accordingly.
Whilst groups are working on creating their image, ask them to consider one fact or opinion about the use of plastic bags or recycling bags in the environment (relating to the concept behind their created image), based on their research from previous lessons. Explain to students that they will be using this in the next lesson.
o
Students will sit in a circle together with their assigned 'sustainability group' members. o o o o o o o o o
Each of the groups will analyse their image. Using the butchers paper and coloured markers, students will annotate the image accordingly, drawing on significant elements of visual grammar (students may use the analysis sheet). o o
Students will return from their desks and sit on the floor. One member from each 'sustainability group' will report on their groups' analaysis. o o o o o o
As a class, students will compare the two images and offer their insights toward it. o o
Working in their sustainability groups, students will use a variety of resources to design and create an image of which they will photograph. Students will select specific elements of visual grammar to apply and incorporate in their images, in order to enhance the meaning behind the image. Students will create the image with the intention to persuade the audience to support a ban on use of plastic bags in NSW. o o o o o o
Groups will highlight the elements of visual grammar in which they are using as a focus for the creation of their image. o
o o o o o o o o Students have the opportunity to take their image creating resources out onto the playground to capture/remain in room. o
Whilst creating the image, students in each group will begin discussion with each other concerning a relevant fact or opinion that may be used to compliment this image.
o
12 mins o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
20 mins
- Butchers paper
- Coloured markers
- Images (appendix 6.3)
- 'Visual Grammar Analysis' Sheet (appendix 6.1)
- 5 x digital camera
- 5 x resource bin
- 'Visual Grammar Checklist' Sheet
(appendix 6.2)
Concluding Strategy
Once students have cleaned up, ask them to gather in a circle on the floor, so as to allow for a more productive sharing time. The teacher will point out that whilst their image is not the complete, groups will have the opportunity to present their idea to the class. Encourage all members of the group to assist in the presentation.
Teacher will upload each groups’ image onto the computer, displaying each groups image using the IWB. Groups are invited to discuss the steps they took, briefly explaining their intentions behind the image, in regards to incorporating visual grammar elements to enhance the image. Ensure to let students know that in their next lesson they will have the opportunity to further enhance their image so as to perfect it, to be used in their multimodal text later in the unit.
Students will quickly put all resources back into resource bin and be seated in a semi-circle on the floor. o o o o Each group will present their created image, discussing the intention and meaning created. Students will identify some of the visual grammar elements in which assisted in the persuasion of no bags in NSW.
10 mins
- 5 x digital camera
- Camera connector cord
- IWB
Assessment:
The Student:
- Answers questions when teacher asks and participates in all group discussions/ and expresses ideas throughout the lesson. Teacher will assess students participation in class discussion, for it is productive for the teacher to identify what level of understanding the student acquires, and whether they may need any further assistance.
- Values the need to work cooperatively and develop and sustain positive relationships.
- Assessment of the students ability to observe, describe and discuss results group work.
- Applies the appropriate visual analysis annotations on images.
- Demonstrates through their images and verbal presentation their awareness of the fundamental elements of analysing visual texts.
- Ability to complete their image/artwork as well as forming a relevant fact and opinion that compliments their image. Students’ justification/presentation of this will serve as a formal assessment to be marked. This will ensure the teacher has an accurate sample to analyse and not whether students have comprehended aim of the task.
Special Considerations: •Every student will have their own opinions on certain issues to do with management of the environment, in particular with the topic of plastic bags. It is imperative therefore to ensure that you explain to students that everyone must be considerate of each other’s opinions.
- Teacher will explicitly suggest that everyone is entitle to their own opinion, and should thus be respected.
- If disagreements arise over opinions, teacher should turn the disagreement into a responsible discussion, whereby all can learn from each other.
•In the event that students forget the necessary elements of visual grammar required for analysing visual texts, it is necessary to have a scaffold/review sheet ready, through which students may turn to guide them when analysing the images in their sustainability groups, as well as when creating their own image.
- For extra support, ensure that each student has a copy of the ‘Visual Grammar Analysis’ sheet (found in appendix 6.1), through which they can refer to.
- If students are still having difficulty understanding the concept of the activity, teacher will work one-on-one with them, or alternatively if more than one student is encountering difficulty, teacher should work with this small group (whilst continually monitoring the class).
•Some students may find the activity less of a challenge and progress through this at a faster pace.
- In order to prepare for this instance, ensure an extension activity is organised. For example, students can work together in a group to create a slogan to which will be used in the final ‘Jaycut’ production at the end of the unit.
• The making of their artwork/image is an individual task. Make sure that students are staying on target.
- If disruption seems to occur, address this appropriately, so as to ensure each child is benefiting from the learning experience.
- If students are going to work outside, using the playground as a backdrop for their image, ensure that you explicitly state the appropriate manner in which they are to behave. So that other classes are not disturbed.
Self-reflection/Evaluation: · Were the learning experiences appropriate for the stage of learner? · Were the students actively engaged when analysing the visual images and creating their own image? · Were students able to draw on their prior knowledge about the effects of waste management in order to complete the activity? · How effective were the learning experiences in terms of students enhancing their understanding of the environmental issues concerning plastic bags? · Did the students comprehend the concept of incorporating aspects of visual grammar into their artwork? · Did students enjoy the activities of the lesson? Can these be modified to enhance motivation? · Were students willing to share their images to the rest of the class? · Did the learning experiences closely link to the English and HSIE outcomes? And did students achieve these outcomes? If not, what would need to be modified to enhance student learning? · Were assessment strategies appropriate? Is there better ways to assess student performance? Any other comments ......................................................................................................................................................................................................................................................
HSIE
ENS2.6 - Describes peoples interactions with environments and identifies responsible ways of interacting with environments.
o o • analyses relevant images, identifies and discusses peoples interactions with the environment in terms of the impact plastic bags have
o o • interprets the meaning behind images, comparing and offering opinions to suggest responsible ways to counter this issues with plastic bags through use of green bags
ENGLISH
TS2.2 - Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
o o • engages with the audience and uses appropriate body language when presenting their created image
o o • conducts a coherent conversation with peers, offering ideas to annotate image
o o • acts as reporter for their sustainability group, summarising the main aspects of visual grammar drawn from their image
RS2.5 - Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
o o • interprets the messages behind basic photographs, and still images- identifying the artists’ viewpoint
o o • identifies elements of visual grammar in a variety of visual images and their own
o o • reacts to images that express a point of view about the damage of plastic bag, using supporting arguments
R S2.7 - Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a
wide range of purposes.
o o • understands, accepts and talks about different interpretations of visual images
o o • makes general statements about how images/illustrations enhance or detract from meaning
o o • offers an opinion about the images they analyse or aspects of it
VISUAL ARTS
VAS2.3 - Acknowledges that artists make artworks for different reasons and that various interpretations are possible.
o o • interprets possible reasons for artists work, acknowledging they produce images for a purpose
- ‘How Green is your Bag’ image (Resource 4)
- Interactive Whiteboard (IWB)
- IWB markers
- Laptop
- Butchers paper
- Coloured markers
- ‘Visual Grammar Analysis’ scaffold/review sheet (appendix 6.1)
- ‘Visual Grammar Checklist’ worksheet (appendix 6.2)
- Images to analyse (appendix 6.3)
o o o o o • Image 1; ‘Bag up the World’ http://www.earthsfriends.com/files/images/globe-in-plastic.jpg
o o o o o • Image 2; ‘Green bag VS. Plastic bag’ http://www.abc.net.au/btn/i/story/2008/09-plasticbags.jpg
o o o o o • Image 3; ‘Plastic bag Man’ http://www.flickr.com/photos/sandiegocoastkeeper/2908657454/
o o o o o • Image 4; ‘Flying through Plastic’ http://www.dailymail.co.uk/news/article-519770/Banish-The-Bags-The-Mail-launches-campaign-clean-country---planet.html
o o o o o • Image 5; ‘Family of bags’ http://img.dailymail.co.uk/i/pix/2008/02_04/001plasticbagDM_468x344.jpg
- 5 x digital camera
- Camera connector cord
- 5 x ‘resource bin’ (including a large range of different coloured plastic bags; green recycle bags; maps of NSW; globes; stuffed toy animals of different sizes; lego equipment to construct and simulate trees or land; coloured crepe paper and cellophane to symbolise water and green trees; containers of sand; containers of dirt; sticks and twiggs; sticky tape; glue; Ken and Barbie dolls; ect.)
Using the IWB, display the ‘How Green is your Bag’ image (Resource 4), so as to allow students to observe. Ask them to suggest: What is happening? How is the relationship between the image and viewer established? What is the effect of the choice in colour? What is the significance of the layout?
Briefly draw on some of these elements of visual grammar that relate to this image.
Using the IWB markers, ask students to come up and annotate the picture accordingly. Teacher will ask students, how do these elements contribute to the message behind the picture?
o
o
o
o
o
Observing the image on IWB, students answer questions and offer suggestions about elements of visual grammar which assist in creating meaning for the image.
o
o
o
Students will physically come up to the IWB and annotate their responses.
- Laptop
- IWB markers
- Resource 4
Direct students to sit in their ‘sustainability groups’, forming a circle around the butchers paper that will be provided for each group. Teacher will explain to the class that amongst their group they will have the opportunity to analyse and annotate an image, similar to the activity from the introduction.To each of the five ‘sustainability groups’ hand out an image (found in appendix 6.3) concerning the hot topic of plastic bags as oppose to the ‘green’ bags in the environment. (Teacher will already have printed off these 5 images in colour and large enough so as to allow students to properly view).
Allow a few minutes for groups to annotate the image they were provided with, encouraging them to include the relevant visual elements of the image (eg. colour, framing, action). If groups or individual students seem to be presenting some difficulty remembering visual grammar techniques, provide them with the ‘Visual Grammar Analysis’ sheet (refer to appendix 6.1), through which they can refer to, and subsequently offer more suggestions to the group.
Bring the class back together and ask one student from each group to present their groups’ interpretations and analysis of the image. Ask: what was the most effective element of visual grammar they identified as assisting in the persuasion that ‘NSW should say NO to plastic bags’? (drawing on their knowledge from the exposition argument conducted in lesson 5). Whilst the student is reporting group’s analysis, have their corresponding image displayed on the IWB for the whole class to see.
Select two of the images, and ask students to verbalise comparisons they see with the two. Ask: Is one more persuasive than the other? Why is this?
Activity 2:
Remind students that they will be working towards producing their own multimodal text at the end of this unit and as part of that, in their sustainability groups they are now going to create their own photographic image using a digital camera.
Provide each group with a resource bin which will contain a wide variety of resources (see resources above) in which they will utilise in any appropriate manner they wish, so as to design and create their own conceptual images. Suggest that they make like to use similar ideas to the images they analysed in the earlier activity and encourage students think about specific elements of visual grammar that will aid in the deliverance of meaning to an image ie. expressions, vectors, colour, modality, reading paths and layout. Reiterate that the idea for their image is to persuade responders to support a ban on the use of plastic bags in NSW.
Hand each student the ‘Visual Grammar Checklist’ (found in appendix 6.2) so that they can highlight/tick some of the elements of visual grammar in which they would like to ensure their image focuses on this. Teacher will also inform the students, that the checklist will act as a guide for planning their photographs, such that in this lesson, they may choose one element ie, actions/vectors, and in the following lesson, manipulate the image using Photoshop software so as to cover another element ie. colour (enhancing). Note: specify that groups do not need to cover all the elements of visual grammar, for greater effect simply focus on a few elements they feel would be most beneficial in the persuasion that NSW should say no to plastic bags.
Let students know that if they wish to incorporate the outside natural environment as part of their image, they will be allowed to go out as a group, however must behave accordingly.
Whilst groups are working on creating their image, ask them to consider one fact or opinion about the use of plastic bags or recycling bags in the environment (relating to the concept behind their created image), based on their research from previous lessons. Explain to students that they will be using this in the next lesson.
Students will sit in a circle together with their assigned 'sustainability group' members.
o
o
o
o
o
o
o
o
o
Each of the groups will analyse their image. Using the butchers paper and coloured markers, students will annotate the image accordingly, drawing on significant elements of visual grammar (students may use the analysis sheet).
o
o
Students will return from their desks and sit on the floor. One member from each 'sustainability group' will report on their groups' analaysis.
o
o
o
o
o
o
As a class, students will compare the two images and offer their insights toward it.
o
o
Working in their sustainability groups, students will use a variety of resources to design and create an image of which they will photograph. Students will select specific elements of visual grammar to apply and incorporate in their images, in order to enhance the meaning behind the image. Students will create the image with the intention to persuade the audience to support a ban on use of plastic bags in NSW.
o
o
o
o
o
o
Groups will highlight the elements of visual grammar in which they are using as a focus for the creation of their image.
o
o
o
o
o
o
o
o
o
Students have the opportunity to take their image creating resources out onto the playground to capture/remain in room.
o
Whilst creating the image, students in each group will begin discussion with each other concerning a relevant fact or opinion that may be used to compliment this image.
12 mins
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20 mins
- Coloured markers
- Images (appendix 6.3)
- 'Visual Grammar Analysis' Sheet (appendix 6.1)
- 5 x digital camera
- 5 x resource bin
- 'Visual Grammar Checklist' Sheet
(appendix 6.2)
Teacher will upload each groups’ image onto the computer, displaying each groups image using the IWB. Groups are invited to discuss the steps they took, briefly explaining their intentions behind the image, in regards to incorporating visual grammar elements to enhance the image. Ensure to let students know that in their next lesson they will have the opportunity to further enhance their image so as to perfect it, to be used in their multimodal text later in the unit.
o
o
o
o
Each group will present their created image, discussing the intention and meaning created. Students will identify some of the visual grammar elements in which assisted in the persuasion of no bags in NSW.
- Camera connector cord
- IWB
The Student:
- Answers questions when teacher asks and participates in all group discussions/ and expresses ideas throughout the lesson. Teacher will assess students participation in class discussion, for it is productive for the teacher to identify what level of understanding the student acquires, and whether they may need any further assistance.
- Values the need to work cooperatively and develop and sustain positive relationships.
- Assessment of the students ability to observe, describe and discuss results group work.
- Applies the appropriate visual analysis annotations on images.
- Demonstrates through their images and verbal presentation their awareness of the fundamental elements of analysing visual texts.
- Ability to complete their image/artwork as well as forming a relevant fact and opinion that compliments their image. Students’ justification/presentation of this will serve as a formal assessment to be marked. This will ensure the teacher has an accurate sample to analyse and not whether students have comprehended aim of the task.
• Every student will have their own opinions on certain issues to do with management of the environment, in particular with the topic of plastic bags. It is imperative therefore to ensure that you explain to students that everyone must be considerate of each other’s opinions.
- Teacher will explicitly suggest that everyone is entitle to their own opinion, and should thus be respected.
- If disagreements arise over opinions, teacher should turn the disagreement into a responsible discussion, whereby all can learn from each other.
• In the event that students forget the necessary elements of visual grammar required for analysing visual texts, it is necessary to have a scaffold/review sheet ready, through which students may turn to guide them when analysing the images in their sustainability groups, as well as when creating their own image.
- For extra support, ensure that each student has a copy of the ‘Visual Grammar Analysis’ sheet (found in appendix 6.1), through which they can refer to.
- If students are still having difficulty understanding the concept of the activity, teacher will work one-on-one with them, or alternatively if more than one student is encountering difficulty, teacher should work with this small group (whilst continually monitoring the class).
• Some students may find the activity less of a challenge and progress through this at a faster pace.
- In order to prepare for this instance, ensure an extension activity is organised. For example, students can work together in a group to create a slogan to which will be used in the final ‘Jaycut’ production at the end of the unit.
• The making of their artwork/image is an individual task. Make sure that students are staying on target.
- If disruption seems to occur, address this appropriately, so as to ensure each child is benefiting from the learning experience.
- If students are going to work outside, using the playground as a backdrop for their image, ensure that you explicitly state the appropriate manner in which they are to behave. So that other classes are not disturbed.
· Were the learning experiences appropriate for the stage of learner?
· Were the students actively engaged when analysing the visual images and creating their own image?
· Were students able to draw on their prior knowledge about the effects of waste management in order to complete the activity?
· How effective were the learning experiences in terms of students enhancing their understanding of the environmental issues concerning plastic bags?
· Did the students comprehend the concept of incorporating aspects of visual grammar into their artwork?
· Did students enjoy the activities of the lesson? Can these be modified to enhance motivation?
· Were students willing to share their images to the rest of the class?
· Did the learning experiences closely link to the English and HSIE outcomes? And did students achieve these outcomes? If not, what would need to be modified to enhance student learning?
· Were assessment strategies appropriate? Is there better ways to assess student performance?
Any other comments ......................................................................................................................................................................................................................................................